The Strategies of Enlarging English Vocabulary.docx
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The Strategies of Enlarging English Vocabulary.docx
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TheStrategiesofEnlargingEnglishVocabulary
英语词汇提高策略
TheStrategiesofEnlargingEnglishVocabulary
Abstract:
MemorizingEnglishvocabularyisaneverydaylearningactivityformanystudentsinChina.Formanyyears,programsthatpreparedlearnersofsecondlanguagegavelittleattentiontotechniquesforlearningvocabulary.Asweenterthe21stcentury,acquisitionofvocabularyhasassumedamoreimportantrole.
Nowadays,itisagreedbyallthatvocabularyisthebuildingblocksofalanguage.Withoutvocabularyverbalcommunicationisequaltoimpossible.ThisthesisisaimedtodealwiththestrategiesoflearningEnglishvocabulary.
Itstartswiththediscussionofwhatisinvolvedinthelearningofanewword,thenstudiesthefactorsaffectingvocabularylearning.Twoimportantvocabularystrategiesareputforwardanddiscussedindetail.
Keywords:
Englishvocabulary;Vocabularylearningconditions;Vocabularylearningstrategies
摘 要:
对大多数中国学生来说,记忆英语词汇是每天的学习任务。
许多年来,英语教学材料中给学习词汇的技巧没有太多的关注。
而当我们进入21世纪,学习词汇已变得越来越重要。
如今,词汇是语言的基石已被语言学习者所广泛接受。
没有词汇口头交流是不可能的。
这篇论文将致力于讨论学习英语词汇的策略。
论文开篇将展开讨论学习一个词汇需要注意的一些方面,然后研究了影响英语词汇学习的因素。
在这篇论文中提出了两种学习英语词汇的重要策略并且展开了细节讨论。
关键词:
英语词汇;词汇学习条件;词汇学习策略
Contents
I.Introduction…………………………………………………………………....1
II.Whatisinvolvedinthelearningofaword?
……….....………………..1
III.Factorsaffectingwordlearningability…............…………….………..2
A.Pronunciation………...……………………………………….....…………2
B.Derivationalcomplexity....................………………………………….....3
C.Abstractness................……………………………………………………..…4
D.Specificityandregisterrestriction……….................................…………..5
E.Idiomaticity.............................................……………………………………...6
IV.Strategiesoflearningvocabulary.........…………………………..............6
A.Discoverystrategies...........……………………………………………....……6
1.Determinationstrategies……................................................…………....6
2.Socialstrategies......................................................................…………....8
B.Consolidationstrategies................…………………………………………....9
1.Mutualstrategies…...........................................................…………....9
2.Memorystrategies..................................................................…………...9
3.Pictures/imagery...........................................................…………..10
4.Relatedwords….............................................................................……..10
5.Unrelatedwords...............................................................................……..10
6.Grouping..........................................................................................……..11
7.Word'sorthographicalorphonologicalform..............................……..12
8.Othermemorystrategies...............................................................……..12
9.Cognitivestrategies........................................................................……..13
10.Metacognitivestrategies...............................................................……..14
V.Conclusion……………………………………………………………………..15
WorksCited…………………………………………………………………….....16
I.Introduction
ForChinesestudents,vocabularylearninghasbeenatime-consumingtask.Memorizingvocabularyisaburdentoalargenumberofstudents.TeachersofEnglishknowverywellhowimportantvocabularyis.TheyknowstudentsmustlearnthousandsofwordsthatspeakersandwritersofEnglishuse.Butformanyyears,programsthatpreparedlearnersofsecondlanguagegavelittleattentiontotechniquesforlearningvocabulary.Somebooksappearedtotellinglearnersthattheycouldlearnallthewordstheyneededwithouthelp.Infact,teachersweresometimestoldthattheyoughtnottoteachmanywordsbeforetheirstudentshadmasteredthegrammarandthesoundsystemofthelanguage.Pronunciationandgrammarwereemphasized,buttherewaslittleornoemphasisonvocabulary.
Vocabularyisthebuildingblocksofalanguage.Withoutvocabularyverbalcommunicationisimpossible.Thetaskofvocabularylearningisasubstantialoneoflearners.Fortunately,theneedforvocabularyisonepointonwhichteachersandstudentsagree.Inteacher-preparationprogramstoday,thereismoreattentiontotechniquesforteachingvocabulary.Withthisshiftemphasis,theclassroomteacherisfacedwiththegreatchallengeofhowbesttohelpstudentsstoreandretrievewordsinthetargetlanguage.
Thestudyofvocabulary——learningstrategiesisapromisingareaofinquiry.Thisisbecauseitispossibletodefinethelearningtargetsandstrategiesveryprecisely.Andalsotoinvestigatestrategiesthathavewidecurrencyintheliterature.Also,vocabularylearningstrategieslendthemselvestoexperimentalinvestigation.
II.Whatisinvolvedinthelearningofaword?
Inmostlinguisticanalysesawordisdescribedasasetofpropertiesorfeatures.(Forvariousapproachestothedefinitionofaword,see(Chomsky,1965;GibsonandLevin,1975).Bywayofsummary,itisgenerallyagreedthatknowledgeofthefollowingisnecessaryinordertoknowaword:
a.Form—spokenandwritten,thatispronunciationandspelling.
b.Wordstructure—thebasicfreemorpheme(orboundrootmorpheme)andthecommonderivationsofthewordanditsinflections.
c.Syntacticpatternofthewordinaphraseandsentence.
d.Meaning:
referential(includingmultiplicityofmeaningandmetaphoricalextensionsofmeaning),affective(theconnotationoftheword),andpragmatic(thesuitabilityofthewordinaparticularsituation).
e.Lexicalrelationsofthewordwithotherwords,suchassynonymy,antonymy,hyponymy.
f.Commoncollocations.
Thusknowingawordwouldideallyimplyfamiliaritywithallitsfeatures,asisoftenthecasewithaneducatednativespeaker.However,inthecaseoflanguagelearning,knowingmaybepartial.Thelearnermayhavemasteredsomeoftheword’spropertiesbutnottheothers.Infact,themultiplicityoffeaturestobelearnedincreasestheprobabilityofwordsbeingproblematicandthereforeonlypartiallylearnedsinceproblemscanarisefromoneormoreoftheareas.Therearewordswhichlearnersknowinthesenseofknowingwhattheymeanincertaincontexts,butwhichtheycannotuseproductively.Otherwordsvaryinhoweasilytheycanbeproduced:
somewordscanberetrievedonlywitheffort;somearemomentarilyinaccessible;otherscanbeexpressedinstantaneously.
III.Factorsaffectingwordlearnability
A.Pronunciation
Foreignlearnerstooexperiencephonologicaldifficultiesrelatedtophonemes,combinationsofphonemesandsuprasegmentalfeatures.Whatmakessomewordsphonologicallymoredifficultthanothersisverymuchdeterminedbythelearner'ssystem.Thesystemmayberesponsibleforthelearner’sinabilitytodiscriminatebetweensomephonemesandsubsequentconfusionofwordsdifferingpreciselyintheseproblematicphonemes.Suchwordsmaybeperceivedashomophones.Forexample,SpanishspeakinglearnersofEnglishmayhavedifficultywithdistinguishingbetweenpairslikeban/van,day/they,whileHebrewspeakershavedifficultydistinguishingbetweenliveandleave,bedandbad,thinkandsink.TheSpanishspeakersmayhavetroublewithpronouncingwordslikejust,shop,andstrange,theHebrewspeakersfinditdifficulttopronouncefinalconsonantclustersinclothesandfilms.
Familiaritywithphonologicalfeaturesandaword'sphonotacticregularity(itsfamiliarcombinationsoffeatures)wereshowntoaffectaccuracyinperceiving,sayingandrememberingtheword.English-speakinglearnersofRussianshowedthatforeignwordswhichweredifficulttopronounce(e.g.mgla)werenotlearnedaswellasthemorepronounceableones.GibsonandLevin(24)reportaseriesofexperimentsonnonsensewords—somepronounceable,someunpronounceableforparticularlanguagespeakers.(e.g.slandversusndasl).Theresultsshowedthatthepronounceablewordswereperceivedmoreaccuratelythantheunpronounceableones.Ontheotherhand,manylinguisticsfoundnorelationshipbetweendifficultyofpronunciationofsomeHebrewitemsandtheiracquisitionbyEnglish-speakinglearnersofHebrew.Butsheadmitsthatinherstudythefactorofpronounciationabilitymighthavebeenneutralizedbyotherfactorswhichhadmoreeffectontheacquisitionofparticularwords.
Correctpronunciationofawordrequiresstressontherightsyllable.Learnersoflanguageswithfixedstress(e.g.penultimateinPolish,initialinFinish)willhaveasimplertaskthanlearnersofalanguagelikeEnglishwheretheplaceofthestressisvariable(e.g.Pho'tograph,photo'graphic)andhastobelearnedaspartoftheword’sspokenform.Moreover,theweakeningofunstressedvowels(e.g.1abourandlaborious)introducesyetanotherfactorofdifficulty,particularlyforlearnersunfamiliarwiththisphenomenon.
Inviewofalltheabovementionedpronunciationdifficulties,theremaybeagapbetweenthelearner’sabilitytoperceiveawordandhis/herabilitytoproduceitcorrectly.Onestrategytocopewiththeproblemisavoidanceofthesephonologicallyproblematicwords.Forexample,anEnglish-speakinglearnerofHebrewmaychoosetoavoidthewordxaver,whichcontainsthesound/x/andusejadidinstead,bothmeaning‘afriend’.Thisisusuallythecasewithadultlearnerswhoareself-consciousofhowtheysound.
B.Derivationalcomplexity
Thelearner'sabilitytodecomposeawordintoitsmorphemescanfacilitatetherecognitionofanewwordanditssubsequentproduction.Forexample,familiaritywiththemeaningofthesuffix-shipandthewordscholarwillenablehimorhertorecognizethemeaningoftheword"scholarship".Theawarenessofante-andpre-asbeingsynonymouscanhelpthe
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